This document is part of a series. Teaching literacy in languages in Year 7: Greek

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1 This document is part of a series. Teaching literacy in languages in Year : Greek Teaching literacy in languages in Year : Arabic Teaching literacy in languages in Year : Chinese Teaching literacy in languages in Year : French Teaching literacy in languages in Year : German Teaching literacy in languages in Year : Indonesian Teaching literacy in languages in Year : Italian Teaching literacy in languages in Year : Japanese Teaching literacy in languages in Year : Spanish

2 Greek Teaching Literacy in Languages in Year Greek Curriculum Support Directorate 1

3 Teaching Literacy in Languages in year Acknowledgements The Department of Education and Training wishes to acknowledge the work of the following officers in the preparation of this document: Greek writing team Dena Laskas Elene Marathocabitis Panayiota Nazou (Editor of Greek text) Project team Nina Conomos David Jaffray Lillace Kenta Susi Steigler-Peters Karen White Design and desktop publishing Campbell Graphics 1998 NSW Department of Education and Training Curriculum Support Directorate Restricted waiver of copyright The printed material in this publication is subject to a restricted waiver of copyright to allow the purchaser to make photocopies of the material contained in the publication for use within a school, subject to the conditions below. 1. All copies of the printed material shall be made without alteration or abridgement and must retain acknowledgement of the copyright. 2. The school or college shall not sell, hire or otherwise derive revenue from copies of the material, nor distribute copies of the material for any other purpose. 3. The restricted waiver of copyright is not transferable and may be withdrawn in the case of breach of any of these conditions. SCIS Order Number: ISBN:

4 Greek Foreword This publication complements Teaching literacy in languages in Year, a document released in 199 to support the State Literacy Strategy. It has been designed to affirm and support the work of secondary teachers of Greek in making clear connections between learning Greek and the development of literacy. It is acknowledged and emphasised that the systematic teaching of literacy skills is the responsibility of all teachers. Teaching literacy in languages in Year : Greek presents a range of literacy skills, making specific reference to how the development of literacy can be supported in the languages classroom. Key aspects of Teaching literacy in languages in Year : Greek include: continued opportunities for students to improve their language skills the systematic teaching of literacy skills recognition of the close connection between learning languages and the development of literacy skills. Teaching literacy in languages in Year : Greek brings together the experience and expertise of languages teachers from across the state. It aims to improve learning outcomes for all students. The stimulus texts and activities that follow are practical examples which you might consider referring to when programming lessons. They provide ideas and advice to all teachers for effectively linking languages learning with developing literacy skills. I highly commend Teaching literacy in languages in Year : Greek and encourage teachers to explore the many opportunities it offers to strengthen the links between learning Greek and developing literacy. Lindsay Wasson Director of Curriculum Support June,

5 Teaching Literacy in Languages in year Contents Literacy in the languages KLA 5 Defining literacy 5 Links with literacy 6 Teaching and learning activities 8 Mixed proficiency classes 9 Contextual introduction 11 Stimulus text 1: Dialogue 12 Stimulus text 2: Procedure text 14 Stimulus text 3: Identity card 16 Stimulus text 4: Letter from a cousin 18 Stimulus text 5: Tourist brochure 20 Stimulus text 6: Accommodation advertisements 22 Stimulus text : Travel itinerary 24 Stimulus text 8: Diary 26 4

6 Greek Literacy in the languages KLA Teaching literacy in languages in Year : Greek has been written by teachers for teachers. It presents a selection of texts and associated activities for developing language skills in the context of the development of literacy skills. The following factors were considered when the texts and activities were being developed: selecting language and content to match the stage of schooling using meaningful language recognising prior learning in Greek teaching mixed proficiency classes. Teaching literacy in languages in Year : Greek makes clear links between languages learning and the development of literacy and provides teachers with a greater understanding of how students develop literacy skills through learning Greek. Defining literacy Literacy is the ability to read and use written information and to write appropriately, in a range of contexts. It is used to develop knowledge and understanding, to achieve personal growth and to function effectively in our society. Literacy also includes the recognition of number and basic mathematical signs and symbols within text. Literacy involves the integration of speaking, listening and critical thinking with reading and writing. Effective literacy is intrinsically purposeful, flexible and dynamic and continues to develop throughout an individual s lifetime. Australia s Language and Literacy Policy Companion Volume to the Policy Paper, 1991 This is an extract from the definition of literacy used by the Department. It could also be used as a rationale for learning and teaching languages. The functional approach to language shows the relationships between context, language structure and meaning and involves the skills of speaking, listening, reading and writing. The close relationship between the development of language skills in Greek and the development of literacy in English enables teachers to incorporate into the teaching of Greek explicit strategies for developing literacy. Three of the major issues for teachers of Greek when considering literacy are: developing literacy skills in Greek transferring these skills from Greek to English enhancing literacy skills in English through the learning of Greek. The languages classroom provides a rich environment for developing students understandings of language as a system by drawing on comparative language analysis. This is just one significant aspect of literacy developed in the languages classroom. The following are some examples of the activities which languages teachers use and which fulfil the dual purposes of developing the target language and enhancing literacy skills: By comparing and reviewing the construction of sentences and texts the students develop their understanding of how the language operates as a system. These skills are transferable from language to language. While developing proficiency in the target language, students develop literacy skills which apply both to the target language and to English. Decoding messages, reading for meaning, scanning a text and predicting the message of a text through cues, are literacy strategies employed by all students in all languages to make meaning. When teachers use explicit strategies for developing language and literacy, their students are able to decode language much more easily and are able to make comparisons between languages and draw conclusions about how their own language works. See also: Teaching literacy in languages in Year. NSW Department of School Education,

7 Teaching Literacy in Languages in year Links with literacy The identification of explicit links with literacy will support the development of language programs. While not definitive, the following list identifies the skills that will enhance students literacy development as they learn a language. for the languages classroom may include: associating text with picture reading ahead to infer meaning associating pictures with an oral or aural stimulus recognising the association between print and sound predicting the content of a text using headings, visual clues, known words and cognates scanning to locate key words using a bilingual dictionary using facial expressions, body movements and gestures to support meaning using a monolingual dictionary using illustrations to confirm meaning using known words and sounds to understand and read new words using pictures and diagrams to predict meaning identifying, understanding and applying punctuation classifying information identifying grammatical patterns and features comparing and contrasting English with the target language placing key words in context (e.g. cloze) cross-referencing information understanding how to open and close conversations interpreting cognates and using them to infer meaning choosing an appropriate form of language for the audience or text making links between spoken and written forms choosing an appropriate language register 6

8 Greek constructing a meaningful text decoding abbreviated styles of communication constructing a text for a specific purpose identifying specific details decoding information from a graph or grid inferring meaning encoding information into an abbreviated style locating information identifying the language relevant to the topic recognising speech melodies and varying tones planning and reconstructing text recording information on an appropriate form planning the stages of a letter, profile, note or timetable recounting facts in oral or written form recognising the purpose of a text responding appropriately to an oral or aural stimulus selecting information for a specific purpose understanding language as a system sequencing jumbled words, dialogue or pictures understanding the forms and conventions of letters and sequencing according to different criteria skimming for general meaning using the same information for a variety of purposes understanding culturally-specific conventions of communication writing in various forms, e.g. note form collaborating with others to identify clues to meaning understanding the cueing of questions and answers.

9 Teaching Literacy in Languages in year Teaching and learning activities Following is a range of activities for developing skills in the target language. A specific literacy focus has been identified for each activity. All activities may not be appropriate for all language content, language functions, topics or stages of learning. The needs of the student and the teacher s professional judgement will be the key factors in determining the appropriateness of activities. Recognising cognates A cognate is a word which resembles, in meaning and in form, a word in a different language. Literacy link: Using cognates to support languages learning and the development of literacy can be a useful tool for supporting the development of meaning as well as for making comparisons between languages. Information gap In these activities, some students hold information that others do not. The topic is usually specifically defined, e.g. daily routine or likes and dislikes. Vehicles for this activity may include questionnaires, barrier games and cross-group games. Literacy link: The nature of the activity compels the student to listen for specific detail and match aural understanding with print. Sequencing This type of strategy requires students to reorganise written text, pictures or symbols into an appropriate sequence. Literacy link: In drawing students attention to the logical and reasonable order of words, this activity requires an understanding of the verbal and visual clues associated with the flow of thought from beginning to end. Listening activities These activities require students to listen actively in order to discriminate among elements of information. It is a strategy that can be used to familiarise students with a specific text or teaching point. During global listening, students may be given the opportunity to listen repeatedly and be guided by general questions, which they may be encouraged to discuss, e.g. What might be happening? Where might this be taking place? Listening may also be used in more prescriptive ways, requiring students to listen for specific details or for reasons, facts, opinions or instructions. Literacy link: By identifying the purpose and language features of a text through active listening, students learn to interpret speech patterns and varying tones, to locate key words and main ideas and to predict meaning from the context. Cloze A cloze refers to a text from which key words have been deleted. The reader is asked to fill in the spaces. Literacy link: Students are compelled to use their understanding of language structures, grammar and context to make a meaningful attempt at identifying or locating the missing word or words. These exercises slow down the reading and focus the students attention on the meaning of the text. Modelling Modelling involves students in structured demonstrations of what effective communicators do. It can be a useful way of teaching language content while providing opportunities for the teacher and the students to pause and consider literacy demands. Literacy link: The process of modelling can slow the construction of text. It offers students a useful framework for developing and refining their understanding of particular text types and provides an opportunity for closer textual analysis. 8

10 Greek Mixed proficiency classes Any group of language learners may include students working across a range of outcomes. The proficiency of students cannot be defined by age or the year of schooling. The stimulus texts and activities included here have been developed to cater for Year students with a range of backgrounds and experiences in learning languages. You could consider the following strategies for differentiating activities so that they are accessible to students of varying levels of proficiency. Mentoring This enables students with little prior learning to undertake short-term tasks with a more proficient student. For example, with the support of a mentor, students can successfully complete listening exercises, cloze procedures and barrier games. This arrangement is appropriate for building success and confidence. Mixed proficiency grouping Divide the class into groups. Each group reflects a range of proficiency, from students with little prior learning to those who are considered able to complete the activity with minimal support. This type of grouping is suitable for completing a longer activity requiring teamwork. It may be that the teacher assigns roles to the students, e.g. recorder, presenter, checker, researcher or illustrator, which contribute to the expected outcome. Mixed proficiency grouping can successfully accommodate all types of learners working across a range of outcomes. Alternatively, groups of similar ability can be formed and tasks set accordingly. Grading tasks across a range of proficiency levels This allows students to work on the same activity yet complete graded tasks which match their proficiency level. During a reading activity the more proficient learners may be reading for detail with little or no support. At the same time, students with minimal prior learning may be required to identify known words in the passage, read for global understanding or work in pairs with the support of a word list. Working to a range of outcomes Students who are engaged in the same activity can produce a range of results with widely differing degrees of accuracy. In writing a letter to a penfriend, some students may write one or two lines while others complete several paragraphs. Providing a range of support strategies for students This may include displays of useful language, easy access to resource books, catch-up booklets, worked answer sheets, learning centres and contracts. 9

11 Teaching Literacy in Languages in year 10

12 Greek Contextual introduction Each of the following stimulus texts has been developed around the theme of travel to Greece. Mark, a high school student in Australia, will be visiting his cousin in Greece for the second time. We follow the planning of his trip through to its realisation and his meeting his cousin in Greece. In all schools a range of entry points is possible and so a Year Greek class may consist of students with varying degrees of background or prior experience of Greek. Therefore there needs to be flexibility in the interpretation of content. Material may need to be modified to suit the needs of individual students or certain class groups. While the development of Greek language skills remains the focus, it is important to make explicit the connections between languages learning and literacy development. These materials provide examples of those links. Stimulus text 1: Dialogue Mark and his friend Maria discuss his impending trip to Greece. Stimulus text 2: Procedure text Mark prepares a list of things he has to do before his trip. Stimulus text 3: Identity card Mark's personal details are presented on his identity card. Stimulus text 4: Letter Mark receives a letter from his cousin, Elizabeth, who lives in Athens. Stimulus text 5: Tourist brochure A brochure highlighting tourist sites in Athens. Stimulus text 6: Accommodation advertisements Mark consults a brochure advertising accommodation in Athens. Stimulus text : Travel itinerary Mark plans an itinerary for his trip to Greece. Stimulus text 8: Diary Mark keeps a diary of his trip to Greece. 11

13 Teaching Literacy in Languages in year Stimulus text 1: Dialogue Μαρι;α Μα;ρκοω Γεια σοψ Μα;ρκο. Τι κα;νειω Καλα; Πολψ; καλα;! Υα πα;ϖ ταϕι;δι. Γεια σοψ Μα;ρκο. Τι κα;νειω Καλα; Μαρι;α Μπρα;βο! Ποψ; Πο;τε Μα;ρκοω Στην Ελλα;δα, το Μα;ρτιο. Μαρι;α Μα;ρκοω Μαρι;α Μα;ρκοω Μο;νοω σοψ ;Οξι, µε την οικογε;νεια; µοψ. Γιατι; Παντρεψ;εται ο ϕα;δελφο;ω µοψ ο Νι;κοω. Πολψ; καλα;! Υα πα;ϖ ταϕι;δι. The following text could be used as an optional extension for more proficient students. Μαρι;α ςραι;α! Ει;σαι ε;τοιµοω Μα;ρκοω Μαρι;α Μα;ρκοω Σξεδο;ν. Πρε;πει να κα;νϖ αι;τηση για διαβατη;ριο. Ποψ; υα µει;νειω Με σψγγενει;ω Σε ϕενοδοξει;ο εν ϕε;ρϖ ακο;µα. Περιµε;νϖ γρα;µµα µε πληροφορι;εω απο; την ϕαδε;λφη µοψ. Μαρι;α Μπρα;βο! Καλο; ταϕι;δι! Μα;ρκοω Εψξαριστϖ; Μαρι;α. Γεια σοψ. Language features Greetings Use of interrogatives Introduction of πρε;πει να Identifying general meaning Locating simple information Understanding the cueing of questions and answers. 12

14 Greek Activity 1 Activity 3 Orientation Display the stimulus text on an OHP and read it to the class. Issue students with a copy and ask them to highlight words they recognise, exclamation marks and question marks as you read. Have the students repeat after you with emphasised intonation. Using facial expressions, body movement and gestures to support meaning Identifying and understanding punctuation Making the link between spoken and written forms Recognising speech melodies and varying tones. Activity 2 Sequencing Provide the students with illustrations to match the dialogue in jumbled order. The students arrange the pictures in the correct order to match the text. Provide students with a jumbled dialogue on disk using the outline feature in a word processing package. See a detailed description of the method in Computer-based technologies in the Languages KLA, Activity 3, Story Outline, page 3. Cloze Students complete a cloze exercise with the key words omitted. You may consider providing a list of words or picture clues to support the students. For example: Μαρι;α Μα;ρκοω Μαρι;α Μα;ρκοω Μαρι;α Μα;ρκοω Μαρι;α Μα;ρκοω Μα;ρκο. Τι κα;νειω Καλα; Πολψ; καλα;! Υα πα;ϖ ταϕι;δι.! Ποψ; Στην Ελλα;δα, το Μα;ρτιο. Μο;νοω σοψ, µε την οικογε;νεια; µοψ. Γιατι; Παντρεψ;εται ο ϕα;δελφο;ω µοψ ο Νι;κοω. Literacy skill Placing key words in context. Associating text with pictures Sequencing dialogue. 13

15 Teaching Literacy in Languages in year Stimulus text 2: Procedure text Τι πρε;πει να κα;νϖ για το ταϕι;δι Πρε;πει... να πα;ϖ στο ταϕιδιϖτικο; γραφει;ο να κα;νϖ αι;τηση για διαβατη;ριο να κλει;σϖ υε;ση να βγα;λϖ εισιτη;ριο να γρα;χϖ στην ϕαδε;λφη µοψ να πα;ρϖ τηλε;φϖνο την ϕαδε;λφη µοψ να αγορα;σϖ δϖ;ρα να ετοιµα;σϖ τιω βαλι;τσεω Language feature Recognition of the instructional form of verbs. Associating text with picture Inferring meaning Sequencing. 14

16 Greek Activity 1 Activity 3 Orientation Using the more demonstrable verbs i.e. γρα;χϖ / ετοιµα;σϖ βαλι;τσεω / πα;ϖ / πα;ρϖ τηλε;φϖνο / αγορα;σϖ, demonstrate the actions by saying πρε;πει να πα;ρϖ τηλε;φϖνο etc. Have the students copy and practise the actions for each verb. After a few practice runs attempt to trick the students by saying one expression while doing a different action. Alternatively, hold up a written flashcard detailing a travel action and have students respond by either performing the matching travel action or ticking the English equivalent on a worksheet. Verb matching Give the students a list of verbs in the imperative form and read out a corresponding list of travel tasks randomly. Ask the students to number, in the order they hear, the matching imperative form. Recognising the connection between different forms of a verb Responding appropriately to an oral stimulus. Responding appropriately to an oral stimulus Using facial expressions, body movement and gestures to support meaning. Activity 2 Prioritising travel tasks Divide the students into groups. Give them tasks based on stimulus text 2. These should be written on separate slips of paper. Ask the students to prioritise the tasks and to justify their choice to their group. Sequencing Classifying information. 15

17 Teaching Literacy in Languages in year Stimulus text 3: Identity card Επϖ;νψµο Πα;ππαω ;Ονοµα Μα;ρκοω Ψπηκοο;τητα Αψστραλιανη; Το;ποω Γεννη;σεϖω Καµπε;ρρα, Αψστραλι;α Ηµεροµηνι;α Γεννη;σεϖω 20 Φεβροψαρι;οψ 1985 Φψ;λο ;Αρρεν Ισξψ;ει µε;ξρι 14 εκεµβρι;οψ 200 Ψπογραφη; Language features Using personal identification Using numbers and months Official terminology. Using known words to infer meaning Recording information on an appropriate form. 16

18 Greek Activity 1 Activity 3 Orientation Issue a copy of the text to each student and display it on an OHP. Read the text aloud or have a student read it. The students then highlight any words they recognise and as a class infer the meaning of the text. Identifying known words Recognising the association between print and sound Collaborating with others to identify clues to meaning. Activity 2 Modelled form filling Referring to the stimulus text, collaborate with the students in creating a new identity card. Identifying specific detail Recording information on an appropriate form. Completing forms Students work in small groups to complete their own identity card or that of a fictitious character. Using a database package, the students work in pairs to set up a form to record passport information. They create fields for each criterion and label them in Greek. Then they enter the data into the appropriate fields. Creating a text for a specific purpose Planning the stages of a profile Providing information on an appropriate form. Activity 4 True or false Ask the students to indicate whether statements which are read out about Mark from stimulus text 3 are true or false, e.g. Η ταψτο;τητα ισξψ;ει µε;ξρι τιω 1 Αψγοψ;στοψ Το επϖ;νψµο; τοψ ει;ναι Πε;ππαω. Literacy skill Scanning for detail Responding appropriately to oral stimulus. 1

19 Teaching Literacy in Languages in year Stimulus text 4: Letter from a cousin Αυη;να, 15 Ιανοψαρι;οψ 1998 Αγαπητε; Μα;ρκο γεια σοψ, Ει;µαι η Ελισα;βετ, η ϕαδε;λφη σοψ. Ει;µαι δϖ;δεκα ξρονϖ;ν και πηγαι;νϖ στο γψµνα;σιο. Η µεγα;λη µοψ αδελφη;, η Κατερι;να, ει;ναι δεκαπε;ντε ξρονϖ;ν και η µικρη; µοψ αδελφη;, η ;Αννα, ει;ναι εννε;α. Εσψ;, τι κα;νειω Τα αδε;λφια σοψ Οι γονει;ω σοψ ;Εµαυα πϖω υα ρυειω στην Ελλα;δα. Λοιπο;ν! Πϖ;ω παω µε τα σξε;δια; σοψ Ει;σαι ε;τοιµοω για το ταϕι;δι ;Εξειω διαβατη;ριο Πο;τε φτα;νειω Περιµε;νϖ νε;α σοψ. Καλη; αντα;µϖση! Με αγα;πη Ελισα;βετ Ψ.Γ. Σοψ στε;λνϖ κι ε;να τοψριστικο; φψλλα;διο µε πληροφορι;εω για την Αθη;να. Language features Numbers and dates Opening and closing letters Use of punctuation Personal questions and answers. Locating information Understanding the forms and conventions of letters or . 18

20 Greek Activity 1 Activity 4 Orientation Display the text on an OHP and issue a copy to the students. Ask the students to predict the purpose of the text. Using a highlighter, students then identify familiar language and predict general content. Identifying key words Predicting content of the text. Activity 2 Modelled reading Issue each student with a copy of the stimulus text. After modelling the text, ask the students to read it aloud. Using known words as a starting point, discuss the meaning of the text with the students. Using known words and sounds to understand and read new words Collaborating with others to identify clues to meaning. Activity 3 Listening activity Ask students simple true or false questions based on the information in the letter. Cloze Give students a cloze exercise based on the stimulus text. It could be discussed orally and then completed in written form to consolidate understanding. Placing key words in context Reading ahead to infer meaning. Activity 5 Drafting a reply Ask the students to identify the topics in the letter and list these on the board. Then write a reference list of useful words and structures on the board, some of which could be suggested by the students. After modelling how to draft a reply, encourage the students to construct a response. Students use a word processing or package to construct their reply. Identifying language relevant to a topic Identifying grammatical patterns and features Understanding the forms and conventions of a letter Planning the stages of a letter. Scanning for detail Responding appropriately to an oral stimulus. 19

21 Teaching Literacy in Languages in year Stimulus text 5: Tourist brochure Αυη;να Παρυενϖ;ναω αρξαι;οω ναο;ω στην Ακρο;πολη ξρονϖ;ν Πλα;κα Language features Using adjectives and prepositions Capitalisation of nouns. Scanning for detail Recognising abbreviated styles of writing Understanding culturally-specific communication conventions. πολλε;ω ταβε;ρνεω κα;τϖ απο; την Ακρο;πολη παραδοσιακα; σπι;τια Πλατει;α Σψντα;γµατοω Βοψλη; τϖν Ελλη;νϖν ;Αγνϖστοω Στρατιϖ;τηω αλλαγη; φροψρα;ω Οδο;ω Ερµοψ; µαγαζια; γψναικει;αω µο;δαω ξρψσαφικα; πεζο;δροµοω 20

22 Greek Activity 1 Activity 4 Orientation Issue each student with a copy of the brochure or display it on an OHP. Encourage students to locate known words and collaborate to identify the purpose of the text. Read the first section aloud and ask questions which require the students to find specific words. Continue for the rest of the text. Sample questions What is Plaka well known for? Where would you go if you wanted to buy jewellery? Scanning to locate key words Using known words to infer meaning Cross-referencing information. Activity 2 Reading the brochure The students work in pairs to discuss and list some facts in the brochure. In groupings of two pairs, the students compare their facts. Each group of four reports one fact from their discussion of the brochure, leading to a class discussion to establish the meaning of the text. Scanning for information Recounting facts orally. Sentence construction Using the information in the stimulus text, model constructing short descriptive sentences. After a few examples encourage the students to make further suggestions. Planning and constructing a text Finding information in one text form and expressing it in another. Activity 5 Designing a brochure Students use the stimulus text as a model and create a brochure in Greek about their own town. The brochure could include a map with tourist sites marked clearly. With support, the students assemble abbreviated text for their brochure. Students use a word processing or desktop publishing package to create the brochure. Import clip art or scanned photographs of the tourist sites. Students might search for information on the Internet. For information on a similar activity see Computer-based technologies in the Languages KLA, Activity 12, Web-sourced travel brochure, page 3. Literacy skill Constructing a text for a specific purpose Choosing an appropriate form of language for the text. Activity 3 Match-up Issue three sets of cards to the students: pictures of places, names of places, descriptions of places. Ask the students to match the picture cards to the names and their descriptions. Locating information Matching text to illustrations. 21

23 Teaching Literacy in Languages in year Stimulus text 6: Accommodation advertisements ϑενϖ;ναω << Η Εστι;α τϖν Νε;ϖν >> ( ) δϖµα;τια για 6 α;τοµα κοψζι;να και ντοψζ κοντα; σε λεϖφορει;α δρξ τη βραδια; (το α;τοµο) ϑενοδοξει;ο << Οι Τρειω Φι;λοι >> ( ) α;νετο ασανσε;ρ πρϖινο; κοντα; στα µαγαζια; δρξ τη βραδια; (το α;τοµο) ϑενοδοξει;ο << Αστι;ρ >> ( ) πολψτε;λεια, υε;α κλιµατισµο;ω πισι;να πρϖινο; εστιατο;ριο και µπαρ στο κε;ντρο τηω πο;ληω (τρα;πεζεω, σινεµα;, µαγαζια;) δρξ τη βραδια; (το δϖµα;τιο) Language features Vocabulary related to accommodation Using prepositions Using currency. Decoding abbreviated styles of writing Recognising the purpose of the text Locating specific detail. 22

24 Greek Activity 1 Activity 3 Word identification activity Issue each student with a copy of the stimulus text and read it aloud, or have a student read it. Encourage the students to locate known words and use them to infer meaning. Then ask questions which require the students to find specific words in Greek to match meanings. Sample questions Which is the cheapest? Which one is in the centre of the city? How do you get from the hostel to the centre of the city? Scanning for information Locating known words and using them to infer meaning. Designing an advertisement Using the stimulus text as a model, the students design an advertisement for accommodation. The advertisement should draw on vocabulary beyond that of the stimulus text. Students use a word processing, drawing or desktop publishing package to create the advertisement. Import clip art or scanned photographs as appropriate. Constructing a text for a specific purpose Encoding information into an abbreviated style of writing. Activity 2 Matching Issue the students with cards. The cards provide details, in Greek, of individuals, couples or families who are travelling overseas and seeking accommodation. Based on the information provided on the cards the students work in pairs to find suitable accommodation. The cards might include destinations and budgets. The Greek on the cards can be adapted to suit a range of student proficiency levels. Cross-referencing information Collaborating with others to identify clues to meaning Locating information. 23